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Mastering vocabulary deals with learning words at the first. Learning words is a cyclical process of meeting new words and initial learning, followed by
meeting those words again and again, each time extending knowledge of what the words mean and how they are used in the foreign language Cameron, 2001: 74.
In short, vocabulary is words that are combined to express idea through sentence or discourse. It is a starting point in learning English. It plays an
important role in learning; as a basic knowledge. Without knowing about vocabulary, one will not be able to communicate with others. Mastering
vocabulary means knowing the form and the meaning of words and having ability to use them communicatively either written or spoken. The aspects in vocabulary
mastery include pronunciation, spelling, meaning, and the use of the words. Therefore, the indicators are:
a. Students know the meaning of words
b. Students are able to pronounce word correctly.
c. Students are able to spell or write words.
d. Students are able to use words in a sentence.
2. Types of vocabulary
Thorndike and Lorke in Nation, 1990: 19 define types of vocabulary as follows:
Table 1: Types of Vocabulary, their Features, and the Implications for Teaching and Learning.
Types of Vocabulary
Number of Words
Frequency Coverage
of Text Origins
Implications for teaching
and learning High-
frequency words
2,000 Occur
frequently About 87
of the running
words in a About half
are from Latin,
French, or Spend a lot
of time on these words.
Make sure
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Academic vocabulary
Technical vocabulary
Low- frequency
words 800
About 1,000 to
2,000 for each
subject About
123,000 Occur
frequently in most
kinds of academic
texts Occur,
sometimes frequently,
in specialized
texts. Do not
occur very frequently.
text. About 8
of the running
words in academic
text. About 3
of the running
words in a specialized
text. About 2
or more of the words
in any text. Greek.
About two- thirds are
from Latin, French, or
Greek. About two-
thirds are from Latin,
French, or Greek.
About two- thirds are
from Latin, French, or
Greek. they are
learned. If learners
are in upper-
secondary school or in
tertiary education,
spend a lot of time on
these words. Make sure
they are learned.
Learning the subject
involves learning the
vocabulary. Subject
teachers can deal with
the vocabulary,
but the English
teacher can help with
learning strategies.
Teaching strategies
for dealing with these
words. The words
themselves do not
deserve teaching
time.
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3. Learning and Teaching Vocabulary
Nation in Cameron, 2001: 85 listed basic techniques by which teachers can explain the meanings of new words, all of which can be used in the young learner
classroom: a.
by demonstration or pictures: 1
Using an object 2
Using a cut-out figure 3
Using gesture 4
Performing an action 5
Photographs 6
Drawing or diagrams on the board. 7
Pictures from books. To these we might and moving images, from TV, video or computer
b. by verbal explanation
8 Analytical definition
9 Putting the new word in a defining context
10 Translating into another language
Verbal explanation 8 and 9 require pre-existing knowledge of the language, definitions and explanations might help students to activate networks to
construct a meaning of a particular word. Notice that all except 10 require the learner to do some mental work in constructing a meaning for the new foreign
language word. Sometimes, a new word is explained in the foreign language by using picture, but soon it is translated in the first language. It make the students do
not need to concentrate on working out the meaning.
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Still, Nation in Cameron, 2001 suggests that an explanation should be followed by a check of understanding, using different technique. So, having
explained car through defining context, and their understanding can be check using a picture. If it has not been understood, a further explanation can be given.
4. Teaching Vocabulary and Its Purpose for Students of MI Manafiul Ulum
